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Jurnal Paedagogy
Published by Universitas Pendidikan Mandalika
ISSN : 23557761     EISSN : 27224627     DOI : 10.33394
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Paedagogy contains scientific articles and critical review from research in Education, Teaching and Learning which include; 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 907 Documents
 87   88   89   90   91 
Fostering Students’ Tolerance in Civic Education: An Experimental Study of Value Clarification Technique Assisted by Picture Cards Made Intan Permani; Dewa Bagus Sanjaya; I Nengah Suastika
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20346

Abstract

This study aims to examine the effect of the Value Clarification Technique (VCT) assisted by picture cards on enhancing students’ tolerance attitudes in Civic Education. The study employed a quasi-experimental method using a pretest–posttest control group design. The participants consisted of 60 fifth-grade students from a public elementary school in Bali, Indonesia, who were divided into an experimental group and a control group. The experimental group received instruction using the Value Clarification Technique assisted by picture cards, while the control group received conventional instruction. The instrument used in this study was a 20-item Likert-scale questionnaire designed to measure students’ tolerance attitudes. Data were analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-test, and independent-samples t-test. The results showed that students in the experimental group achieved a higher posttest mean score (M = 86.43) compared with those in the control group (M = 75.87). The independent-samples t-test revealed a statistically significant difference between the two groups, t(58) = 3.884, p < 0.001, with a large effect size (Cohen’s d = 1.00). These findings indicate that the implementation of the Value Clarification Technique assisted by picture cards had a significant effect on improving students’ tolerance attitudes. The integration of reflective learning through the Value Clarification Technique and visual support through picture cards enabled students to understand and internalize tolerance values more meaningfully during classroom interactions.
Digital Transformation in School Financial Management: Its Role in Enhancing Educational Efficiency Dedi Sofarudin; Alfina Martiyani; Sutrisno
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20369

Abstract

This study aims to examine the role of technology-based financial management in improving educational efficiency in public elementary schools. A quantitative approach with a correlational research design was employed. The respondents consisted of 60 school stakeholders, including principals and BOS treasurers from public elementary schools in Brebes Regency, who were selected using purposive sampling based on their direct involvement in school financial management. Data were collected using a structured questionnaire developed based on indicators of financial management (transparency, accountability, budget accuracy, and resource optimization) and educational efficiency. The data were analyzed using descriptive statistics and simple linear regression analysis. The results showed that technology-based financial management had a significant effect on educational efficiency (R² = 0.507, p < 0.05). This finding indicates that 50.7% of the variance in educational efficiency is explained by the implementation of digital financial management systems, while the remaining 49.3% is influenced by other factors, such as digital literacy, infrastructure availability, and leadership commitment. The findings demonstrate that digital financial systems enhance transparency, accountability, and budget accuracy while reducing bureaucratic inefficiencies and minimizing errors in financial reporting. This study implies that Education Offices should strengthen the standardization of digital financial systems and provide continuous training for school financial administrators. Furthermore, improving ICT infrastructure, particularly in rural areas such as Brebes Regency, is essential to support the effective implementation of digital financial governance in schools.
The Effectiveness of Playful Learning Design on Learning Outcomes and Cognitive Load in Junior High School Informatics Febryanti Hidayat; Rizki Hikmawan; Sayyidah Nurul Hayati
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20398

Abstract

This study aims to evaluate the effectiveness of pedagogical PSD adaptation in improving learning outcomes while managing junior high school students’ cognitive load in Informatics learning. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group pretest–posttest design. The sample consisted of 56 eighth-grade students who were divided into an experimental group implementing the PSD method and a control group using the Think Pair Share method. Data were collected through pretests, posttests, and cognitive load questionnaires. The data were analyzed using descriptive statistics to summarize learning outcomes, followed by the Shapiro–Wilk test to examine data normality. Since the posttest data were not normally distributed, the Mann–Whitney U test was conducted to compare learning outcomes between the experimental and control groups. Cognitive load was measured using a questionnaire based on Cognitive Load Theory (CLT) and analyzed descriptively through mean scores across three dimensions: intrinsic, extraneous, and germane cognitive load. The module review results indicated that the adapted PSD module was considered appropriate by six Informatics teachers in terms of content, language, and alignment with student characteristics. The statistical analysis revealed a significant difference between the two groups, with the experimental group achieving higher learning outcomes than the control group (p < 0.05). Regarding cognitive load, both groups demonstrated low intrinsic and extraneous cognitive loads, while the experimental group exhibited a higher germane cognitive load. These findings suggest that PSD adaptation effectively improves learning outcomes while promoting more optimal cognitive engagement among students in Informatics learning.
Google Sites-Assisted Discovery Learning in Primary Mathematics and Its Effect on Students’ Problem-Solving Ability in Factors and Multiples Putri Maharani; Noening Andrijati
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20409

Abstract

This study aims to examine students’ mathematical problem-solving skills and determine the effect and contribution of implementing the Discovery Learning model supported by Google Sites on the topics of Greatest Common Divisor (GCD) and Least Common Multiple (LCM) among fourth-grade students at SDN 2 Jampiroso. This research employed a quantitative quasi-experimental method using a non-equivalent control group design, involving 25 students in the experimental class and 28 students in the control class. The research instruments consisted of descriptive problem-solving tests (pretest and posttest) that had been validated and tested for reliability, as well as a problem-solving ability questionnaire. Data analysis was conducted using normality tests, homogeneity tests, the Independent Samples t-test, and N-Gain analysis with the assistance of SPSS version 27. The results showed that students in the experimental class achieved higher problem-solving skills than those in the control class, with mean posttest scores of 79.33 and 71.54, respectively. The t-test results indicated a calculated t-value of 2.198, which exceeded the critical t-value of 2.007 (df = 51). Furthermore, the significance value (two-tailed) was 0.033 < 0.05, indicating a statistically significant difference between the two groups. The N-Gain score of 56.71% was categorized as moderate, indicating that the implemented learning model had a moderate level of effectiveness. This finding was supported by the questionnaire results, which obtained an average score of 83.31, categorized as very good. Therefore, the Discovery Learning model supported by Google Sites effectively enhances students’ mathematical problem-solving skills and provides a more interactive, technology-integrated learning experience that can support teachers and curriculum developers in the digital era.
Festival as a Learning Space: Local Wisdom-Based Arts and Culture Education Through the Watu Pecah Mountain Foot Festival to Strengthen Student Character Enys Kartika; Anik Juwariyah; Retnayu Prasetyanti; Warih Handayaningrum; Indar Sabri
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20432

Abstract

This study aims to describe the implementation of arts and culture education based on local wisdom through the Watu Pecah Mountain Foot Festival and to examine its contribution to the development of students’ character at SMPN 1 Ambulu, Jember. This research employed a descriptive qualitative approach with data collection techniques consisting of participatory observation, in-depth interviews, and documentation. Informants were selected using a purposive sampling technique, involving students, arts and culture teachers, and the caregivers of Sanggar Seni Kartika Budaya Jember. Data were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing, with validity ensured through source and method triangulation. The results revealed that the learning process was implemented through five ethnopedagogical stages: orientation, exploration of local wisdom, meaning construction, contextual activities, and reflection and evaluation. Through active participation in festival activities, students developed various character values, including mutual cooperation, solidarity, responsibility, discipline, social awareness, and tolerance. Compared with conventional learning approaches, the festival provided a more authentic, contextual, and meaningful learning experience because it engaged students physically, cognitively, and emotionally. This study confirms that local wisdom embedded in authentic cultural practices can serve as an effective learning resource for character education at the secondary school level.
Game-Based Learning in Biology Education: Designing and Evaluating the BioQuest Mobile Learning Prototype Nadya Meirizka Putri; Rizki Hikmawan
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20438

Abstract

Abstract: This study aims to develop and evaluate BioQuest, a mobile educational game prototype for junior high school Biology learning in Indonesia, using a User-Centered Design (UCD) approach. The evaluation was conducted through two iterative cycles focusing on interface design, usability, cognitive load profiles, and the relationship between usability and extraneous cognitive load (ECL). Data were collected using several instruments, including Cognitive Walkthrough (CW), the System Usability Scale (SUS) adapted from task performance on the Maze platform, the User Experience Questionnaire Plus (UEQ+) covering 10 dimensions, a cognitive load questionnaire measuring intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL), as well as semi-structured interviews. The first evaluation cycle (UE1) involved 13 participants, while the second cycle (UE2) involved 21 participants, including both returning and newly recruited students. The results showed that UE1 achieved a SUS score of 86, while UE2 achieved a score of 82.5; both scores were categorized as “very good” and exceeded the average usability threshold. All 10 UEQ+ dimensions in both cycles were classified within the very positive category (2.00–2.73 in UE1 and 2.18–2.60 in UE2). The cognitive load profile was optimal across both evaluation cycles, with extraneous cognitive load (ECL) remaining controlled (low in UE1 and moderate in UE2) and germane cognitive load (GCL) consistently high (M = 5.74 in UE1; M = 6.19 in UE2), indicating strong cognitive engagement during learning activities. A descriptive comparative analysis revealed a negative relationship between usability and ECL across iterations. These findings provide empirical evidence that a UCD-based iterative approach can effectively support the development of mobile educational games with high usability, positive user experience, and a cognitive load profile that promotes meaningful Biology learning at the junior high school level.
GASING vs Deep Learning: Which Instructional Approach More Effectively Improves Primary Students’ Understanding of Whole Numbers? Yudi Braja Putra; Sardin; Al Jupri
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20444

Abstract

This study analyzes the comparative effectiveness of the GASING (Easy, Engaging, and Enjoyable) approach and the Deep Learning approach in improving the mathematics learning outcomes of elementary school students regarding whole number content. A quasi-experimental pretest-posttest design was employed with 18 students from two classes at a public elementary school in Siak Regency, Riau Province (Class A: Deep Learning, n = 9; Class B: GASING, n = 9). Data were collected using a 20-item validated multiple-choice achievement test (KR-20 = 0.78) and semi-structured interviews. Quantitative analysis included normalized N-Gain, paired-samples t-tests, the Mann-Whitney U test, and Cohen's d effect size. Results indicated that both approaches significantly improved learning outcomes. The Deep Learning approach yielded a medium N-Gain ($\langle g \rangle$ = 0.547, t = 6.874, p < 0.001), whereas the GASING approach yielded a high N-Gain ($\langle g \rangle$ = 0.827, t = 8.847, p < 0.001). Between-group comparison confirmed that the GASING approach was significantly more effective (U = 70.5, p = 0.009, Cohen's d = 1.57, indicating a very large effect). Interview data corroborated these findings, showing that Class B students demonstrated greater self-confidence and active engagement. Because whole number understanding serves as the foundation for subsequent mathematical concepts—such as arithmetic operations, fractions, and algebraic reasoning—mastering this content is critical for long-term mathematical development. Therefore, identifying instructional approaches like GASING that effectively support whole number mastery is essential for strengthening students’ readiness for advanced mathematical concepts.
Tri Hita Karana-Based School Leadership for Shaping Elementary School Graduate Profiles Putu Eka Krisnayani; Ida Bagus Putu Arnyana; I Wayan Suja
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20484

Abstract

This study aims to analyze Tri Hita Karana-based school leadership as a conceptual foundation for shaping elementary school graduate profiles. The study employed a qualitative library research approach by examining educational policy documents, scientific journal articles, books, and other relevant academic publications related to Tri Hita Karana, school leadership, character education, local wisdom-based education, and elementary school graduate profiles. Data were collected through the identification, screening, classification, and synthesis of relevant literature. The data were analyzed using content analysis and thematic analysis, while source triangulation and relevance checking were employed to enhance the credibility of the findings. The results indicate that the three core principles of Tri Hita Karana—Parhyangan, Pawongan, and Palemahan—are closely aligned with the dimensions of elementary school graduate profiles. *Parhyangan* strengthens faith, moral awareness, and ethical behavior; *Pawongan* promotes citizenship, collaboration, communication, empathy, and social responsibility; whereas Palemahan fosters ecological awareness, healthy lifestyles, independence, creativity, and critical thinking. The findings further suggest that leadership grounded in Tri Hita Karana provides a conceptual framework for school principals and teachers to integrate local wisdom into school culture, classroom instruction, co-curricular programs, and students’ daily character development. Overall, this study demonstrates that Tri Hita Karana-based school leadership can serve as a strategic bridge between national graduate competency standards and local wisdom-based education, contributing to the development of elementary school graduates who are academically competent, spiritually grounded, socially responsible, and environmentally conscious.
A Web-Based Edulab and Problem-Based Learning Framework for Enhancing Conceptual Understanding in Cell Biology Faizatun Nisful Laili; Siti Zubaidah; Frida Kunti Setiowati; Hardianto
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20492

Abstract

This study aims to examine the effectiveness of an integrated instructional framework combining Web-Based Edulab (WBE) and Problem-Based Learning (PBL) in enhancing students’ conceptual understanding in cell biology. This study employed a quasi-experimental design using a non-equivalent control group structure. The study was conducted at a public senior high school in Malang, East Java, Indonesia. A total of 69 Grade XI students participated in the study, with 35 students assigned to the experimental group and 34 students assigned to the control group.. The experimental group received instruction through the integration of WBE and PBL, while the control group was taught using conventional methods. Data were collected through a conceptual understanding test administered as pre-test and post-test. Prior to hypothesis testing, assumption tests including normality and homogeneity were conducted. The data were then analyzed using Analysis of Covariance (ANCOVA) with pre-test scores as the covariate. The results revealed a statistically significant effect of the instructional intervention on students’ conceptual understanding (F(1,66) = 4.084, p = 0.047, ηp² = 0.058), indicating a moderate effect size. The experimental group achieved a higher adjusted mean score (M = 83.548) than the control group (M = 77.820), suggesting that the WBE–PBL framework effectively improved students’ conceptual understanding in cell biology. These findings demonstrate that integrating interactive digital learning environments with inquiry-based pedagogy can promote deeper cognitive engagement and facilitate meaningful knowledge construction. This study contributes to biology education by providing empirical evidence for the effectiveness of the WBE–PBL framework. Practically, biology teachers can integrate virtual laboratory simulations, interactive visualizations, and problem-based investigations into classroom instruction to support students’ exploration of abstract cellular concepts. Curriculum developers may also incorporate technology-enhanced inquiry activities into biology learning materials to strengthen conceptual understanding and promote 21st-century competencies.
QASE-Based Case Study Learning for Enhancing Students' Critical Thinking Skills on Socio-Environmental Issues: The Case of Forest and Peatland Fires Resma Wahyuni; Yustina; Saberina Hasibuan
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20502

Abstract

This study aims to analyze the effect of QASE-based case study learning on students’ critical thinking skills in addressing peatland fire problems. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design to examine the effectiveness of QASE-based case study learning in improving students’ critical thinking skills. The sample was selected using purposive sampling, involving students enrolled in environmental science and disaster mitigation courses, as well as first-year students. A total of 105 students from the University of Riau participated in this study. Data were collected using Higher-Order Thinking Skills (HOTS) test instruments and observation sheets. The data were analyzed statistically using N-Gain analysis and a t-test. The results showed an improvement in students’ critical thinking scores, with the mean pretest score increasing from 69.74 to a mean posttest score of 87.28. The overall N-Gain score for students’ critical thinking skills was 0.57, which was categorized as moderate. Among the critical thinking indicators, the ability to synthesize showed the most significant improvement in classes A and B. Furthermore, the t-test results showed a significance value of p < 0.05, indicating that QASE-based case study learning was effective in improving students’ critical thinking skills in environmental learning. These findings suggest that the QASE model can be implemented as an alternative case-based learning strategy to enhance students’ Higher-Order Thinking Skills (HOTS), particularly in addressing environmental issues such as peatland fires.

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